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Special Education Versus Inclusive Education: The Role of the TEACCH Program

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Abstract

Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value.

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Acknowledgments

We are very grateful for the help of the parents, operators and children who participated in this study. Some of this data were presented at XXIX International Congress of Psychology, Berlin, Germany, July 20–25, 2008.

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Authors and Affiliations

  1. IRCCS Oasi Maria SS, via Conte Ruggero 73, 94018, Troina, EN, Italy

    Simonetta Panerai, Marinella Zingale, Grazia Trubia, Maria Finocchiaro, Rosa Zuccarello, Raffaele Ferri & Maurizio Elia

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  1. Simonetta Panerai
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  2. Marinella Zingale
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  3. Grazia Trubia
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  4. Maria Finocchiaro
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  5. Rosa Zuccarello
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  6. Raffaele Ferri
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  7. Maurizio Elia
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Correspondence to Simonetta Panerai.

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Panerai, S., Zingale, M., Trubia, G. et al. Special Education Versus Inclusive Education: The Role of the TEACCH Program. J Autism Dev Disord 39, 874–882 (2009). https://doi.org/10.1007/s10803-009-0696-5

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  • DOI: https://doi.org/10.1007/s10803-009-0696-5

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